Oxford Cambridge and RSA
A Level History A
Unit Y317
China and its Rulers 1839–1989
Sample Question Paper
Date – Morning/Afternoon
OCR supplied materials:
•12 page Answer Booklet
Other materials required:
• None
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EN
Time allowed: 2 hours 30 minutes
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EC
First name
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Last name
Centre
number
Candidate
number
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INSTRUCTIONS
• Use black ink.
• Complete the boxes above with your name, centre number and candidate number.
• Answer Question 1 in Section A and any 2 questions in Section B.
• Write your answer to each question on the Answer Booklet.
• Do not write in the bar codes.
INFORMATION
• The total mark for this paper is 80.
• The marks for each question are shown in brackets [ ].
• Quality of extended responses will be assessed in questions marked with an asterisk (*).
• This document consists of 4 pages.
QN 601/4701/5
Y317
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2
Section A
Read the two passages and then answer Question 1.
1
Evaluate the interpretations in both of the two passages and explain which you think is more
convincing in explaining why Mao launched the Cultural Revolution.
[30]
IM
EN
Passage A
EC
What Mao had in mind was a completely arid society, devoid of civilisation, deprived of representation
of human feelings inhabited by a herd with no sensibility, which would automatically obey his orders. He
wanted the nation to be brain–dead in order to carry out his orders. To this end he planned a big purge
which would lead to China being in this state permanently. In the years 1962–5 he had made some
headway in turning every aspect of life into something ‘political’ and in killing Chinese culture, but the
results were far from satisfactory for him. He had to rely on the Party machine to execute his orders,
and virtually everyone had reservations about his policy from the Politburo downwards. Few welcomed
a life without entertainment or colour. Mao feared that there was a plot against him involving senior
colleagues in association with the Russians. In November 1965 Mao was ready to launch his Great
Purge, ‘to punish this party of ours’ as he put it. He decided to fire his first shot at culture and this is why
the Great Purge was called the Cultural Revolution. On 14 March Madame Mao’s ‘kill culture’ was made
public and a month later the Politburo met to rubber-stamp the first list of victims and the cult of Mao
was escalated to fever pitch. Mao’s little Red Book was handed out to everyone and in June 1966 Mao
intensified the terrorisation of society, picking as his first instrument of terror young people in schools
and universities.
Adapted from: H. Chang & J. Halliday, Mao: The Unknown Story, published in 2007
Passage B
SP
The Great Proletarian Cultural Revolution was the most astonishing episode in Mao’s long and fruitful
career. He himself described it as a politics course not given in the classroom. It was a last attempt to
achieve all the changes and reforms which he felt had so far eluded him. He had decided that the
Communist Party itself had become bureaucratic and counter-revolutionary, part of the vested interests
against which the ordinary man in the street had to struggle. Mao had two allies - the army and the
students. He could rely on the students because the younger generation was always radical and ready
to unseat old fogies in office, whatever their political colour. At one level, it was a power struggle
between Mao and his politburo rivals headed by Liu Shao-chi. On another level it was a crusade across
the country to attain higher levels of democracy, socialism and collective spirit. Mao explained what he
was after ‘Those representatives of the bourgeoisie who have sneaked into the party, the government
and the army, and various cultural circles are a bunch of counter-revolutionary revisionists’.
Adapted from: D. Wilson, Mao: The People's Emperor, published in 1980
© OCR 2014
Y317
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3
Section B
Answer TWO of the following three questions.
2*
Assess the view that the Communist takeover of 1949 changed the nature of Chinese
government more than any other event in the period from 1839 to 1989.
[25]
[25]
‘China lost more than it gained by its contact with foreign powers in the period 1839–1989.’ How
far do you agree?
[25]
SP
EC
4*
Assess the view that the people of China enjoyed better standards of living under Communism
after 1949 than they had done in the previous century.
IM
EN
3*
© OCR 2014
Y317
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EC
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BLANK PAGE
Copyright Information:
Passage A: Adapted from: Chang, H. & Halliday, J. (2007), Mao: The Unknown Story. Reproduced by permission of Vintage, UK.
Passage B: Adapted from: Wilson, D (1980), Mao: The People's Emperor. A P Watt at United Agents on behalf of Dick Wilson.
OCR is committed to seeking permission to reproduce all third–party content that it uses in the assessment materials. OCR has attempted to
identify and contact all copyright holders whose work is used in this paper. To avoid the issue of disclosure of answer–related information to
candidates, all copyright acknowledgements are reproduced in the OCR Copyright Acknowledgements booklet. This is produced for each
series of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live examination series.
If OCR has unwittingly failed to correctly acknowledge or clear any third–party content in this assessment material, OCR will be happy to correct
its mistake at the earliest possible opportunity.
For queries or further information please contact the Copyright Team, First Floor, 9 Hills Road, Cambridge CB2 1GE.
OCR is part of the Cambridge Assessment Group; Cambridge Assessment is the brand name of University of Cambridge Local Examinations
Syndicate (UCLES), which is itself a department of the University of Cambridge.
© OCR 2014
Y317
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EN
…day June 20XX – Morning/Afternoon
A Level History A
Unit Y317 China and its Rulers 1839–1989
EC
80
SP
MAXIMUM MARK
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MARK SCHEME
This document consists of 16 pages
Duration: 2 hour 30 minutes
Y317
Mark Scheme
June 20xx
MARKING INSTRUCTIONS
PREPARATION FOR MARKING
SCORIS
Make sure that you have accessed and completed the relevant training packages for on-screen marking: scoris assessor Online Training;
OCR Essential Guide to Marking.
2.
Make sure that you have read and understood the mark scheme and the question paper for this unit. These are posted on the RM
Cambridge Assessment Support Portal http://www.rm.com/support/ca
3.
Log-in to scoris and mark the required number of practice responses (“scripts”) and the required number of standardisation responses.
EN
1.
IM
YOU MUST MARK 10 PRACTICE AND 10 STANDARDISATION RESPONSES BEFORE YOU CAN BE APPROVED TO MARK LIVE
SCRIPTS.
MARKING
EC
TRADITIONAL
Before the Standardisation meeting you must mark at least 10 scripts from several centres. For this preliminary marking you should use pencil and
follow the mark scheme. Bring these marked scripts to the meeting.
Mark strictly to the mark scheme.
2.
Marks awarded must relate directly to the marking criteria.
3.
The schedule of dates is very important. It is essential that you meet the scoris 50% and 100% (traditional 50% Batch 1 and 100% Batch 2)
deadlines. If you experience problems, you must contact your Team Leader (Supervisor) without delay.
4.
If you are in any doubt about applying the mark scheme, consult your Team Leader by telephone, email or via the scoris messaging system.
SP
1.
2
Y317
Mark Scheme
June 20xx
Work crossed out:
a.
where a candidate crosses out an answer and provides an alternative response, the crossed out response is not marked and gains no
marks
b.
if a candidate crosses out an answer to a whole question and makes no second attempt, and if the inclusion of the answer does not
cause a rubric infringement, the assessor should attempt to mark the crossed out answer and award marks appropriately.
6.
Always check the pages (and additional objects if present) at the end of the response in case any answers have been continued there. If the
candidate has continued an answer there then add a tick to confirm that the work has been seen.
7.
There is a NR (No Response) option. Award NR (No Response)
if there is nothing written at all in the answer space
OR if there is a comment which does not in any way relate to the question (e.g. ‘can’t do’, ‘don’t know’)
OR if there is a mark (e.g. a dash, a question mark) which isn’t an attempt at the question.
Note: Award 0 marks – for an attempt that earns no credit (including copying out the question).
8.
The scoris comments box is used by your Team Leader to explain the marking of the practice responses. Please refer to these comments
when checking your practice responses. Do not use the comments box for any other reason.
If you have any questions or comments for your Team Leader, use the phone, the scoris messaging system, or e-mail.
9.
Assistant Examiners will send a brief report on the performance of candidates to their Team Leader (Supervisor) via email by the end of the
marking period. The report should contain notes on particular strengths displayed as well as common errors or weaknesses. Constructive
criticism of the question paper/mark scheme is also appreciated.
10.
For answers marked by levels of response:
a.
To determine the level – start at the highest level and work down until you reach the level that matches the answer
b.
To determine the mark within the level, consider the following:
SP
EC
IM
EN
5.
3
Y317
Mark Scheme
Above bottom and either below middle or at middle of level (depending on number of marks
available)
Above middle and either below top of level or at middle of level (depending on number of marks
available)
At top of level
Annotations
IM
Meaning
EC
Annotation
SP
11.
Award mark
At bottom of level
EN
Descriptor
On the borderline of this level and the one
below
Just enough achievement on balance for this
level
Meets the criteria but with some slight
inconsistency
Consistently meets the criteria for this level
June 20xx
4
Y317
12.
Mark Scheme
June 20xx
Subject-specific Marking Instructions
INTRODUCTION
·
·
·
EN
Your first task as an Examiner is to become thoroughly familiar with the material on which the examination depends. This material includes:
the specification, especially the assessment objectives
the question paper and its rubrics
the mark scheme.
You should ensure that you have copies of these materials.
IM
You should ensure also that you are familiar with the administrative procedures related to the marking process. These are set out in the OCR
booklet Instructions for Examiners. If you are examining for the first time, please read carefully Appendix 5 Introduction to Script Marking:
Notes for New Examiners.
SP
EC
Please ask for help or guidance whenever you need it. Your first point of contact is your Team Leader.
5
Y317
Mark Scheme
June 20xx
USING THE MARK SCHEME
EN
Please study this Mark Scheme carefully. The Mark Scheme is an integral part of the process that begins with the setting of the question paper
and ends with the awarding of grades. Question papers and Mark Schemes are developed in association with each other so that issues of
differentiation and positive achievement can be addressed from the very start.
This Mark Scheme is a working document; it is not exhaustive; it does not provide ‘correct’ answers. The Mark Scheme can only provide ‘best
guesses’ about how the question will work out, and it is subject to revision after we have looked at a wide range of scripts.
IM
The Examiners’ Standardisation Meeting will ensure that the Mark Scheme covers the range of candidates’ responses to the questions, and
that all Examiners understand and apply the Mark Scheme in the same way. The Mark Scheme will be discussed and amended at the meeting,
and administrative procedures will be confirmed. Co-ordination scripts will be issued at the meeting to exemplify aspects of candidates’
responses and achievements; the co-ordination scripts then become part of this Mark Scheme.
Before the Standardisation Meeting, you should read and mark in pencil a number of scripts, in order to gain an impression of the range of
responses and achievement that may be expected.
SP
EC
Please read carefully all the scripts in your allocation and make every effort to look positively for achievement throughout the ability range.
Always be prepared to use the full range of marks.
6
Y317
Mark Scheme
June 20xx
INFORMATION AND INSTRUCTIONS FOR EXAMINERS
The co-ordination scripts provide you with examples of the standard of each band. The marks awarded for these scripts will have been
agreed by the Team Leaders and will be discussed fully at the Examiners’ Co-ordination Meeting.
2
The specific task-related indicative content for each question will help you to understand how the band descriptors may be applied. However,
this indicative content does not constitute the mark scheme: it is material that candidates might use, grouped according to each assessment
objective tested by the question. It is hoped that candidates will respond to questions in a variety of ways. Rigid demands for ‘what must be a
good answer’ would lead to a distorted assessment.
3
Candidates’ answers must be relevant to the question. Beware of prepared answers that do not show the candidate’s thought and which have
not been adapted to the thrust of the question. Beware also of answers where candidates attempt to reproduce interpretations and concepts
that they have been taught but have only partially understood.
SP
EC
IM
EN
1
7
Y317
Mark Scheme
June 20xx
AO3: Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.
EN
Generic mark scheme for Section A, Question 1: Interpretation [30]
The answer has a very good focus on the question throughout. It has thorough and sustained evaluation of the interpretations, using
detailed and accurate knowledge of the historical context and the wider historical debate around the issue, in order to produce a
convincing and supported analysis of them in relation to the question.
Level 5
21–25
marks
Level 4
16–20
marks
The answer has a good focus on the question throughout. It has good evaluation of the interpretations, using relevant knowledge of
the historical context and the wider historical debate around the issue, in order to produce a supported analysis of them in relation to
the question.
The answer is mostly focused on the question. It has evaluation of the interpretations based on generally relevant knowledge of the
historical context and the wider historical debate around the issue, in order to produce an analysis of them in relation to the question.
Level 3
11–15
marks
Level 2
6–10
marks
The answer is partially focused on the question. It has partial evaluation of the interpretations based on some knowledge of the
historical context and the wider historical debate around the issue. There may be some use of information from one of the two
interpretations to support the evaluation of the other, but the evaluation will not rely on this. There is a limited analysis of the
interpretations in relation to the question.
The answer has a limited focus on the question. Parts of the answer are just description of the interpretations, with evaluation in
relation to historical context and the wider historical debate around the issue being weak, and evaluation relying heavily on
information drawn from the other interpretation. There is a very limited analysis of the interpretations in relation to the question.
Level 1
1–5
marks
The answer has some relevance to the topic, but not the specific question. The answer consists mostly of description of the
interpretations with very limited evaluation based on very generalised knowledge of historical context and minimal or no reference to
the wider historical debate. Analysis of the interpretations in relation to the question is either in the form of assertion or lacking.
0 marks
No evidence of understanding and no demonstration of any relevant knowledge.
SP
EC
IM
Level 6
26–30
marks
8
Y317
Mark Scheme
June 20xx
AO1: Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the
periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity,
similarity, difference and significance.
Level 3
9–12
marks
Level 2
5–8
marks
Level 1
1–4
marks
0 marks
IM
Level 4
13–16
marks
The answer is mostly focused on the question. Relevant knowledge and understanding is used to analyse and evaluate key features of
the period studied in order to reach a synthesis supporting a reasonable judgement.
There is a line of reasoning presented with some structure. The information presented is in the most-part relevant and supported by
some evidence.
The answer has a partial focus on the question. Some relevant knowledge and understanding is used to analyse and explain key
features of the period studied in order to attempt an undeveloped synthesis, which is linked to a judgement, though the supporting
explanation may lack detail and clarity.
The information has some relevance and is presented with limited structure. The information is supported by limited evidence.
The answer has only a limited focus on the question. Limited relevant knowledge and understanding is used to give a limited
explanation and analysis of key features of the period studied. There is a judgement but this may not be clearly linked with the
supporting explanation.
The information has some relevance, but is communicated in an unstructured way. The information is supported by limited evidence and
the relationship to the evidence may not be clear.
The answer has a limited focus on the topic, but not the specific question. The answer is largely descriptive, with only very generalised
knowledge of the period studied being used to attempt basic explanation and very limited analysis. Judgements are unsupported and
are not linked to analysis.
Information presented is basic and may be ambiguous or unstructured. The information is supported by limited evidence.
The answer contains no relevant information.
EC
Level 5
17–20
marks
The answer has a very good focus on the question. Detailed and accurate knowledge and understanding is used to analyse and
evaluate key features of the period studied in order to reach a fully developed synthesis supporting a convincing and substantiated
judgement.
There is a well-developed and sustained line of reasoning which is coherent and logically structured. The information presented is
entirely relevant and substantiated.
The answer has a good focus on the question. Generally accurate and detailed knowledge and understanding is used to analyse and
evaluate key features of the period studied in order to reach a developed synthesis supporting a substantiated judgement.
There is a well-developed line of reasoning which is clear and logically structured. The information presented is relevant and in the most
part substantiated.
SP
Level 6
21–25
marks
EN
Generic mark scheme for Section B, Questions 2, 3 and 4: Essay [25]
9
Y317
Mark Scheme
June 20xx
Section A
Marks
Evaluate the interpretations in both of the two
passages and explain which you think is more
convincing in explaining why Mao launched the
Cultural Revolution.
·
In locating the Interpretations within the wider
historical debate, answers might argue that
Interpretation A argues that Mao wanted a drab culture
entirely focused on obedience to him and wanted to
eliminate his enemies to establish a cult focused on
himself – hence the reference to ‘cult of Mao’ and the
distribution of his own sayings to everyone.
·
In evaluating Interpretation A, answers might argue
this view is valid because it is supported by the
emphasis on propaganda stressing Mao’s wisdom, by
the elimination of rivals like Liu.
·
In evaluating Interpretation A, answers might argue
that it is questionable because any suggestion of
higher motives or real fear that the dynamism and
ideology of the movement had been lost is
subordinated to personal and negative ambitions.
·
In locating the Interpretations within the wider
historical debate, answers might argue that
Interpretation B argues that as well as internal quarrels
in the Politbuto driving this, Mao had genuine concerns
to fulfil political aims and prevent ossification of the
party by bourgeois developments and a concern to
keep the revolution alive as the interpretations refers to
a crusade for democracy and socialism.
30
Guidance
·
·
No set answer is expected.
At Level 5 and above answers will evaluate both
interpretations, locating them within the wider historical
debate about the issue and using their own knowledge,
and reach a balanced judgement as to which they
consider the most convincing about the issue in the
question.
To be valid, judgements must be supported by relevant
and accurate material.
Knowledge must not be credited in isolation, it should only
be credited where it is used to analyse and evaluate the
interpretations, in line with descriptions in the levels mark
scheme.
IM
EN
1
Answer
·
·
SP
EC
Question
10
Y317
Mark Scheme
Answer
·
In evaluating Interpretation B, answers might argue
this is valid because of Mao’s lifelong interest in
ideology and the need to separate China from the type
of bureaucratic communism which he despised in
Russia.
In evaluating Interpretation B, answers might argue it
is over–generous to Mao, given the furious and
negative violence which followed and the obvious
jealousy with Liu and the paranoia about supposed
Russian plots.
Guidance
IM
EN
·
Marks
SP
EC
Question
June 20xx
11
Y317
Mark Scheme
June 20xx
Section B
Marks
Assess the view that the Communist takeover of 1949
changed the nature of Chinese government more than
any other event in the period from 1839 to 1989.
·
In supporting the hypothesis in the question, it
might be argued that it brought a new ideology based
on class conflict and socialism.
·
Answers might consider that it brought a new leader.
·
Answers might consider it brought an end to corruption
and foreign influence on government.
·
Answers might consider that it introduced a new
structure of government based on the party.
·
Answers might consider it led to greater popular
participation in government.
·
In challenging the hypothesis in the question, it
might be argued that there were elements of continuity
with Confucianism.
·
Answers might consider that the personal power of
Mao was comparable to that of the Emperors.
·
Answers might consider that greater change was
brought by the 1911 Republic in establishing hopes for
western-style government.
·
Answers might consider that the ending of the power of
the warlords and introducing a modern central
administration by the Guomindang with a new capital
was a greater break with the past.
25
Guidance
·
·
No set answer is expected.
At higher levels answers might establish criteria against
which to judge.
To be valid, judgements must be supported by relevant
and accurate material.
Knowledge must not be credited in isolation, it should only
be credited where it is used as the basis for analysis and
evaluation, in line with descriptions in the levels mark
scheme.
IM
EN
2*
Answer
·
·
SP
EC
Question
12
Y317
Mark Scheme
Answer
·
Guidance
Answers might consider that Communism was a form
of foreign domination by a western political ideal.
Assess the view that the people of China enjoyed better
standards of living under Communism after 1949 than
they had done in the previous century.
·
In supporting the hypothesis in the question, it
might be argued that rural poverty and backwardness
was changed.
·
Answers might consider that the Revolution brought
more employment opportunities in growing industrial
centres.
·
Answers might consider that social inequalities were
reduced.
·
Answers might consider that there was greater equality
of income distribution.
·
Answers might consider that unequal taxation and rent
burdens were ended.
·
In challenging the hypothesis in the question, it
might be argued that the hardships brought about by
the famines of the Great Leap Forward exceeded
anything in the Imperial period or the Republic.
·
Answers might consider that only with the growth of
economic liberalism did standards of living rise but with
some inequality and regional variations that had
parallels with the industrial growth under the GMD.
·
Answers might consider that the Cultural Revolution
brought a lower standard of living for its many victims.
·
Answers might consider that regional poverty has
25
·
·
·
·
SP
EC
3*
Marks
IM
EN
Question
June 20xx
13
No set answer is expected.
At higher levels answers might establish criteria against
which to judge.
To be valid, judgements must be supported by relevant
and accurate material.
Knowledge must not be credited in isolation, it should only
be credited where it is used as the basis for analysis and
evaluation, in line with descriptions in the levels mark
scheme.
Y317
June 20xx
Marks
persisted as has discrimination against non-Han
communities leading to a lower standard of living.
·
Answers might consider the sufferings of richer
peasants and the middle classes in the postrevolutionary period.
‘China lost more than it gained by its contact with
foreign powers in the period 1839–1989.’ How far do
you agree?
·
In supporting the hypothesis in the question, it
might be argued that contacts with European powers
brought new markets and technology after 1839.
·
Answers might consider that ideas from the USA were
influential in the reform movements that led to 1911.
·
Answers might consider that the Nationalists gained
from Russian support and also from US investment and
subsequent help in the war against Japan.
·
Answers might argue that Communist China took
inspiration and support from Russia; as well as its
ideology being based on European socialism.
·
Answers might consider that post 1975 China gained
from international trade and links with other South
Asian nations.
·
In challenging the hypothesis in the question, it
might be argued that contacts with other powers were
damaging in terms of unequal treaties.
·
Answers might consider that China faced loss of
control of territory to foreign powers.
·
Answers might consider that Japan was a constant
menace to China after the Meiji revival to 1945.
Guidance
IM
EN
4*
Answer
SP
EC
Question
Mark Scheme
14
25
·
·
·
·
No set answer is expected.
At higher levels answers might establish criteria against
which to judge.
To be valid, judgements must be supported by relevant
and accurate material.
Knowledge must not be credited in isolation, it should only
be credited where it is used as the basis for analysis and
evaluation, in line with descriptions in the levels mark
scheme.
Y317
Mark Scheme
Answer
·
Answers might consider that Russian influence led Mao
into a damaging war in Korea.
Answers might consider foreign contacts in the Cold
War period as being damaging.
Guidance
IM
EN
·
Marks
SP
EC
Question
June 20xx
15
Y317
Mark Scheme
June 20xx
Question
AO1
1
50
Totals
50
AO2
AO3
Total
30
30
50
30
SP
EC
2/3/4
IM
EN
Assessment Objectives (AO) Grid
16
80